Is Training the be-all and end-all for Capacity Building?

The title of this blog represents a question that may resonate with many in the learning and development sector. Despite significant investment of resources by organisations, employee training programs  often miss the mark.

We need to forgo the notion that training is the  be-all and end-all for building capacities and move to a paradigm where learning is thought of as a process; a process that aims to improve individual and organisational capacity through a holistic approach that includes training as well as performance support interventions. 

Why is training alone not enough?  

More often than not, the learning process is assumed to be over when a training is complete.  However when a learner first  learns something, the information disappears at an exponential rate without retention.  An individual forgets 50% of all new information within a day and 90% of all new information within a week, a phenomenon referred to as the ‘forgetting curve’ (see forgetting curve memory model by Hermann Ebbinghaus). In recent times, with greater interaction  between humans and machines, expectations to be agile and adapt quickly to the changing nature of work, and a shift in the learning paradigm has further emphasised the need for  lifelong learning. 

Learning is thus a continuum and the learning process is not over when formal training ends. Some of the most meaningful learning transference takes place on the job and while interacting with colleagues.  Performance support interventions play a big role here, helping the learners internalise new knowledge and behaviour by integrating learning into daily work. They act as quick refreshers when the forgetting curve sets in. The resources or mechanisms not only offer on-demand support for learners to complete daily tasks, but when reviewed regularly, aid  knowledge retention and translation into the workplace..

Supporting learners beyond the training

In the context of learning, performance support interventions serve as resources or mechanisms that address the skill gaps of an individual with the objective of improving on-the-job productivity. These interventions also include initiatives that improve the shared aspects and collective capacity of the organisation as a whole. 

Some examples of performance support interventions include nudges, job aids, mentorship, feedback, job rotation and work shadowing, monitoring and evaluation dashboards, knowledge generation and management, dedicated data management units, and quick reference cards. 

The concept of performance support interventions also fits well  into the 70-20-10 model of learning. The model, introduced after a study conducted by Center for Creative Leadership (CCL) showed that leadership qualities were primarily developed through experiential learning, mentoring and through challenging projects. CCL arrived at a ratio for an effective learning model based on findings from the study. The model is constructed on the principle of experiential learning, social learning and formal learning wherein  70 percent of knowledge is acquired through complex assignments and experiences, 20 percent of it comes from developmental relationships and 10% is obtained through training and coursework. Similar to performance support interventions, 70-20-10  framework underlines the need for learning interventions beyond formal training and is widely used for organisational learning and development. 

Some use cases  or examples of performance support interventions are: 

• Nudging through short automated reminders sent through push notification or email linking the nudge to ideas learnt and a call to action can reinforce the learning concept. 
• A job rotation program that allows employees to work in a different location periodically enables development of new skills and understanding of the varied nature of the project based on location. 
• Providing opportunities for employees to move out of their comfort zone by assigning them challenging tasks such as managing people and new projects. 
• Subscribing to few high quality and relevant newsletters, online libraries as per the role, industry or individual preferences would aid learning and development of an employee. 
• Acknowledging or rewarding the employees for their hard work through virtual badges or  an image that is pinned to the employees image as a token of appreciation. 
• Networking by joining relevant online and offline groups to improve personal brand, professional connections and gain new experiences
• Setting aside 10 minutes every day to read an article or a few pages from a book that has relevance to your work

In Conclusion

Learning involves acquiring knowledge and skills that help individuals advance their capacities and perform better. However, relying solely on conventional training programs is insufficient for effective capacity building. Learning is an on-going process that extends beyond formal training.  Performance support interventions play an important role in helping learners bridge skill gaps,  internalise new knowledge and improve on-the-job productivity. 

By incorporating performance support interventions into capacity-building strategies, organisations can foster a culture of lifelong learning, improve individual and collective capacity, and adapt to the changing nature of work. Supporting learners beyond training through a variety of interventions ensures continuous growth and development, leading to enhanced performance and success in the workplace.